Rationality, socioeconomic stratum, and educational lag in Mexico
Racionalidad, estrato socioeconómico y rezago educativo en México
DOI:
https://doi.org/10.29105/ensayos44.2-2Keywords:
rationality, socioeconomic stratum, human capital, complementary log-log modelAbstract
Objective: Educational lag (EL) affects human capital and significantly limits economic growth and development.
Methodology: Using a cloglog model, we prove the theoretical hypothesis that individuals’ rationality differs across socioeconomic strata: while individuals from lower strata are more likely to experience EL (4.3%), the opposite occurs for higher strata individual (-15.5%).
Results: We also found that, in the absence of any other variables, the probability of EL is as high as 20%; having children 24.3% (the highest in the model); and being male increases it by 9%.
Limitations: This work focuses on the factors that “pull” students away from formal educational institutions and the model only includes data from 2018.
Main findings: With scenario analysis, we demonstrate that a male from lower socioeconomic stratum, without access to healthcare and with children, faces 61% probability of EL, contrary to 37% for males with the same characteristics in the upper stratum.
Downloads
References
[1] Alcaraz, M. 2020. “Beyond Financial Resources: The Role of Parents’ Education in Predicting Children’s Educational Persistence in Mexico.” International Journal of Educational Development 75: 102188. https://doi.org/10.1016/j.ijedudev.2020.102188 DOI: https://doi.org/10.1016/j.ijedudev.2020.102188
[2] Ali, K., M. Yaseen, M. Makhdum, A. Quddoos, and A. Sardar. 2021. “Socioeconomic determinants of primary school children dropout: a case study of Pakistan.” International Journal of Educational Management 35(6): 1221-1230. https://doi.org/10.1108/IJEM-04-2021-0144 DOI: https://doi.org/10.1108/IJEM-04-2021-0144
[3] Almås, I., Cappelen, A. W., Salvanes, K. G., Sørensen, E. Ø., & Tungodden, B. 2016. What explains the gender gap in high school dropout rates? Experimental and administrative evidence. American Economic Review, 106(5), 296-302. DOI: 10.1257/aer.p20161075 DOI: https://doi.org/10.1257/aer.p20161075
[4] Baum, C., Dong, Y., Lewbel, A., & Yang, T. 2012. Binary Choice Models with Endogenous Regressors [Slides]. Stata Conference 2012, San Diego. https://www.stata.com/meeting/sandiego12/materials/sd12_baum.pdf
[5] Becker, G. 1962. “Investment in Human Capital: A Theoretical Analysis.” Journal of Political Economy 70(5): 9-49. https://www.jstor.org/stable/1829103 DOI: https://doi.org/10.1086/258724
[6] Becker, G. 1993. Human Capital: A Theoretical and Empirical Analysis, with Special Reference to Education. The University of Chicago Press. 3rd ed. DOI: https://doi.org/10.7208/chicago/9780226041223.001.0001
[7] Becker, G. and C. Mulligan. 1997. “The Endogenous Determinations of Time Preference.” Quarterly Journal of Economics 112(3). https://www.jstor.org/stable/2951254 DOI: https://doi.org/10.1162/003355397555334
[8] Barrionuevo, J. 2022. Determinantes del rezago escolar en El Ecuador [Tesis de Licenciatura]. Bibdigital. Escuela Politécnica Nacional, Ecuador. http://bibdigital.epn.edu.ec/handle/15000/22263
[9] Boniolo, P. y C. Najmias. 2018. “Abandono y rezago escolar en Argentina: una mirada desde las clases sociales.” Tempo Social 30: 217-247. https://doi.org/10.11606/0103-2070.ts.2018.121349 DOI: https://doi.org/10.11606/0103-2070.ts.2018.121349
[10] Cameron, A. and P. Trivedi. 2009. Microeconometrics Using Stata. Stata Press. 1st ed.
[11] Cameron, A. and Trivedi, P. 2013. Regression Analysis of Count Data (2nd ed.). Cambridge: Cambridge University Press. DOI: https://doi.org/10.1017/CBO9781139013567
[12] Cárdenas, E. y M. Zúñiga. 2017. “Factores intra y extra escolares asociados al rezago educativo en comunidades vulnerables.”Alteridad. Revista de Educación 12(1): 79-91. https://www.redalyc.org/journal/4677/467751868007/467751868007.pdf
[13] Cavaco, C., Alves, N., Guimarães, P., Feliciano, P. & Paulos, C. (2021). Teachers’ perceptions of school failure and dropout from a gender perspective:(re) production of stereotypes in school. Educational Research for Policy and Practice, 20, 29-44*.https://doi.org/10.1007/s10671-020-09265-7* DOI: https://doi.org/10.1007/s10671-020-09265-7
[14] Collett, D. 2003. Modelling Binary Data. Chapman & Hall. DOI: https://doi.org/10.1201/b16654
[15] CONEVAL. 2021. Nota técnica sobre el rezago educativo, 2018-2020. CONEVAL. https://www.coneval.org.mx/Medicion/MP/Documents/MMP_2018_2020/Notas_po breza_2020/Nota_tecnica_sobre_EL_rezago%20educativo_2018_2020.pdf
[16] CONEVAL. 2023. Medición de la pobreza 2023. CONEVAL. https://www.coneval.org.mx/Medicion/MP/Paginas/Pobreza_2022.aspx
[17] Coughlin, R. M. 1989). Reforming Welfare: Lessons, Limits and Choices. Albuquerque, Nuevo Mexico: University of New Mexico Press.
[18] Currie, J. 2019. Child health as human capital. Health Economics 29(4): 452-463. https://doi.org/10.1002/hec.3995 DOI: https://doi.org/10.1002/hec.3995
[19] Delalibera, B. and P. Ferreira. 2019. Early Childhood Education and Economic Growth. Journal of Economic Dynamics and Control 98: 82-104. https://doi.org/10.1016/j.jedc.2018.10.002 DOI: https://doi.org/10.1016/j.jedc.2018.10.002
[20] de Jonge, J. 2012. Rational Choice. In: Rethinking Rational Choice Theory. Palgrave Macmillan, London. https://doi.org/10.1057/9780230355545_2 DOI: https://doi.org/10.1057/9780230355545
[21] DeepSeek Chat. (2024). DeepSeek Chat (DeepSeek-V3) [Modelo de lenguaje amplio]. https://www.deepseek.com/
[22] DOF. 2022. Acuerdo número 11/06/22 por el que se regulan las acciones específicas y extraordinarias para la conclusión del ciclo escolar 2021-2022 y el inicio del ciclo escolar 2022-2023. https://www.dof.gob.mx/nota_detalle.php?codigo=5656485andfecha=28/06/2022#gsc.tab=0
[23] Doll, J., Z. Eslami, and L. Walters. 2013. “Understanding Why Students Drop Out of High School, According to Their Own Reports: Are They Pushed or Pulled, or Do They Fall Out? A Comparative Analysis of Seven Nationally Representative Studies.” SAGE Open 3(4). https://doi.org/10.1177/2158244013503834 DOI: https://doi.org/10.1177/2158244013503834
[24] Dong, Y. & Lewbel, A. 2015. A Simple Estimator for Binary Choice Models with Endogenous Regressors. Econometric Reviews 34(1-2): 82-105. DOI: 10.1080/07474938.2014.944470 DOI: https://doi.org/10.1080/07474938.2014.944470
[25] Eckstein, Z., & Wolpin, K. I. 1999. Why youths drop out of high school: The impact of preferences, opportunities, and abilities. Econometrica 67(6): 1295–1339. https://doi.org/10.1111/1468-0262.00081 DOI: https://doi.org/10.1111/1468-0262.00081
[26] ENIGH. 2018. Encuesta Nacional de Ingresos y Gastos de los Hogares (ENIGH). 2018 Nueva serie. INEGI. https://www.inegi.org.mx/programas/enigh/nc/2018/
[27] Granados, A. 2020. Inequidad espacial en acceso a salud: el caso de la Zona Metropolitana del Valle de México. Revista de Economía, Facultad de Economía, Universidad Autónoma de Yucatán, 36(93). https://doi.org/10.33937/reveco.2019.105 DOI: https://doi.org/10.33937/reveco.2019.105
[28] Hanushek, E. and L. Wößmann. 2010. Education and Economic Growth. In P. Peterson, E. Baker, and B. McGaw, International Encyclopedia of Education (Vol. 2, 245-252). Oxford: Elsevier. https://hanushek.stanford.edu/sites/default/files/publications/Hanushek+Woessmann%202010%20IntEncEduc%202.pdf DOI: https://doi.org/10.1016/B978-0-08-044894-7.01227-6
[29] Harmon, C., H. Oosterbeek and I. Walker. 2003. The returns to education: Microeconomics. Journal of Economic Surveys 17(2): 115-155. https://doi.org/10.1111/1467-6419.00191 DOI: https://doi.org/10.1111/1467-6419.00191
[30] Haushofer, J., and E. Fehr. 2014. On the Psychology of Poverty. Science 344(6186): 862- 867. https://doi.org/10.1126/science.1232491 DOI: https://doi.org/10.1126/science.1232491
[31] Heckman, J. 1979. Sample selection bias as a specification error. Econometrica: Journal of the econometric society, 153-161. DOI: https://doi.org/10.2307/1912352
[32] Heckman, J., L. Lochner and P. Todd. 2006. Earnings Functions, Rates of Return and Treatment Effects: The Mincer Equation and Beyond. In Hanushek, E. and Welch F. (eds.). Handbook of the Economics of Education, 1, 307-458. https://doi.org/10.1016/S1574-0692(06)01007-5 DOI: https://doi.org/10.1016/S1574-0692(06)01007-5
[33] Heckman, J. 2011. The Economics of Inequality. The value of early childhood education. American Educator 35(1): 31-47. https://eric.ed.gov/?id=EJ920516
[34] Herrero, S. and M. Loaiza. 2021. Structural or conjuctural changes to reduce poverty in Ecuador? Regional and Sectorial Economic Studies 21-2: 19-36. https://www.usc.es/economet/reviews/eers2122.pdf
[35] Hosmer, D., S. Lemeshow, and R. Sturdivant. 2013. Applied Logistic Regression. John Wiley and Sons. DOI: https://doi.org/10.1002/9781118548387
[36] Hu, Z. 2021. The effect of income inequality on human capital inequality: Evidence from China. Structural Change and Economic Dynamics 58: 471-489. https://doi.org/10.1016/j.strueco.2021.06.015 DOI: https://doi.org/10.1016/j.strueco.2021.06.015
[37] INEE. 2018. La educación obligatoria en México. Informe 2018. México. https://www.inee.edu.mx/wp-content/uploads/2018/12/P1I243.pdf
[38] INEGI. 2018. Encuesta Nacional de Ingresos y Gastos de los Hogares 2018. ENIGH Nueva Serie. Descripción de la base de datos. https://www.inegi.org.mx/contenidos/programas/enigh/nc/2018/doc/enigh18_descri ptor_archivos_fd_ns.pdf
[39] Jordan, W., J. Lara and J. McPartland. 1996. Exploring the causes of early dropout among race- ethnic and gender groups. Youth and Society 28(1): 62-94. https://doi.org/10.1177/0044118X96028001003 DOI: https://doi.org/10.1177/0044118X96028001003
[40] Lawrence, E. 1991. Poverty and the Rate of Time Preference: Evidence from Panel Data. Journal of Political Economy, University of Chicago 99(1): 54-77. https://www.jstor.org/stable/2937712 DOI: https://doi.org/10.1086/261740
[41] Lizardo, M. y R. Guzmán. 1999. Niveles de escolaridad y sus factores determinantes: una cuantificación econométrica. Ciencia y Sociedad, Instituto Tecnológico de Santo Domingo 24(2): 164-197. https://dialnet.unirioja.es/servlet/articulo?codigo=7467706 DOI: https://doi.org/10.22206/cys.1999.v24i2.pp164-97
[42] Loría, E. 2020. Poverty Trap in Mexico, 1992-2016. International Journal of Development Issues 19(3). https://doi.org/10.1108/IJDI-11-2019-0192 DOI: https://doi.org/10.1108/IJDI-11-2019-0192
[43] Loría, E. and E. Licona. 2022. The Great Gatsby Curve for Mexico: Intergenerational Labor Precariousness. Revista Problemas del Desarrollo IIEc UNAM 53(209): 81-113. https://doi.org/10.22201/iiec.20078951e.2022.209.69720 DOI: https://doi.org/10.22201/iiec.20078951e.2022.209.69720
[44] Mendoza, E. y M. Zúñiga. 2017. Factores intra y extraescolares asociados al rezago educativo en comunidades vulnerables. ALTERIDAD. Revista de Educación 12(11): 79-92. https://www.redalyc.org/journal/4677/467751868007/467751868007.pdf DOI: https://doi.org/10.17163/alt.v12n1.2017.07
[45] Mincer, J. 1974. Schooling, Experience, and Earnings. National Bureau of Economic Research, 83-96.
[46] Mora, A. 2010. Determinantes del abandono escolar en Cataluña: más allá del nivel socioeconómico de las familias. Revista de Educación, Ministerio de Educación, Formación Profesional y Deportes, Gobierno de España: 171-190. https://dialnet.unirioja.es/servlet/articulo?codigo=3342426
[47] OECD. 2023. Reader’s Guide, in PISA 2022 Results (Volume II): Learning During – and From – Disruption, OECD Publishing, Paris, https://doi.org/10.1787/207f0326-en DOI: https://doi.org/10.1787/207f0326-en
[48] OECD. 2025. OECD Data Explorer. https://data-explorer.oecd.org/?fs[0]=Topic%2C0%7CEducation%20and%20skills%23EDU%23&pg=0&fc=Topic&bp=true&snb=124
[49] Oreopoulos, P. 2007. Do dropouts drop out too soon? Wealth, health and happiness from compulsory schooling. Journal of Public Economics 91(11–12): 2213–2229. https://doi.org/10.1016/j.jpubeco.2007.02.002 DOI: https://doi.org/10.1016/j.jpubeco.2007.02.002
[50] Prentice, R. L. 1976. A Generalization of the Probit and Logit Methods. Biometrics 32 761-768 DOI: https://doi.org/10.2307/2529262
[51] Shiller, R. 2021. The Godley-Tobin Lecture: Animal Spirits and Viral Popular Narratives. Review of Keynesian Economics, 9(1). http://www.jstor.org/stable/45406705 DOI: https://doi.org/10.4337/roke.2021.01.01
[52] Schmelkes, S. 2022. Pobreza urbana y rezago escolar. Revista de la Universidad Iberoamericana IBERO 13(78): 36-41. http://ri.ibero.mx/handle/ibero/5988
[53] Schultz, T. 1961. Investment in Human Capital. The American Economic Review 51(1): 1-17. https://www.jstor.org/stable/1818907
[54] Sobel, I. 1978. The Human Capital Revolution in Economic Development: Its Current History and Status. Comparative Education Review 22(2): 278-308. DOI: https://doi.org/10.1086/445982
[55] Suberviola-Ovejas, I. S. 2024. Intencionalidad de abandono escolar temprano. Un estudio sobre la vinculación de la identidad. Alteridad, 19(2), 270-284. DOI: https://doi.org/10.17163/alt.v19n2.2024.10 DOI: https://doi.org/10.17163/alt.v19n2.2024.10
[56] Stukel, T. 1988. Generalized Logistic Models. Journal of the American Statistical Association 83(402): 426-43. https://doi.org/10.2307/2288858 DOI: https://doi.org/10.2307/2288858
[57] UNDP. 2022. Informe Anual del PNUD 2022. https://www.undp.org/es/publicaciones/informe-anual-del-pnud-2022
[58] UNESCO. 2022. Education: From disruption to recovery. https://webarchive.unesco.org/web/20220625033513/https://en.unesco.org/covid19/educationresponse#durationschoolclosures
[59] Varian, H. 2010. Microeconomía intermedia. Antoni Bosch. 9a. ed.
[60] Watt, D. and H. Roessingh. 1994. Some You Win, Most You Lose: Tracking ESL Student Drop Out in High School (1988-1993). English Quarterly 26(3): 5-7.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Eduardo Gilberto Loría Díaz de Guzmán, Jesús Jorge Lim

This work is licensed under a Creative Commons Attribution 4.0 International License.
Funding data
-
Universidad Nacional Autónoma de México
Grant numbers IN308224